Aligning Predictor-Criterion Bandwidths: Specific Abilities as Predictors of Specific Performance

Research output: Contribution to journalArticle

Abstract

The purpose of the current study is to compare the extent to which general and specific abilities predict academic performances that are also varied in breadth (i.e., general performance and specific performance). The general and specific constructs were assumed to vary only in breadth, not order, and two data analytic approaches (i.e., structural equation modeling [SEM] and relative weights analysis) consistent with this theoretical assumption were compared. Conclusions regarding the relative importance of general and specific abilities differed based on data analytic approaches. The SEM approach identified general ability as the strongest and only significant predictor of general academic performance, with neither general nor specific abilities predicting any of the specific subject grade residuals. The relative weights analysis identified verbal reasoning as contributing more than general ability, or other specific abilities, to the explained variance in general academic performance. Verbal reasoning also contributed to most of the explained variance in each of the specific subject grades. These results do not provide support for the utility of predictor-criterion alignment, but they do provide evidence that both general and specific abilities can serve as useful predictors of performance.
Original languageEnglish
Article number40
Number of pages13
JournalJournal of Intelligence
Volume6
Issue number3
DOIs
Publication statusPublished - 2018

Fingerprint

ability
performance
evidence

Cite this

@article{04bfbea8206c4ea99c625bf14326e96a,
title = "Aligning Predictor-Criterion Bandwidths: Specific Abilities as Predictors of Specific Performance",
abstract = "The purpose of the current study is to compare the extent to which general and specific abilities predict academic performances that are also varied in breadth (i.e., general performance and specific performance). The general and specific constructs were assumed to vary only in breadth, not order, and two data analytic approaches (i.e., structural equation modeling [SEM] and relative weights analysis) consistent with this theoretical assumption were compared. Conclusions regarding the relative importance of general and specific abilities differed based on data analytic approaches. The SEM approach identified general ability as the strongest and only significant predictor of general academic performance, with neither general nor specific abilities predicting any of the specific subject grade residuals. The relative weights analysis identified verbal reasoning as contributing more than general ability, or other specific abilities, to the explained variance in general academic performance. Verbal reasoning also contributed to most of the explained variance in each of the specific subject grades. These results do not provide support for the utility of predictor-criterion alignment, but they do provide evidence that both general and specific abilities can serve as useful predictors of performance.",
author = "Serena Wee",
year = "2018",
doi = "10.3390/jintelligence6030040",
language = "English",
volume = "6",
journal = "Journal of Intelligence",
issn = "2079-3200",
publisher = "Multidisciplinary Digital Publishing Institute (MDPI)",
number = "3",

}

TY - JOUR

T1 - Aligning Predictor-Criterion Bandwidths: Specific Abilities as Predictors of Specific Performance

AU - Wee, Serena

PY - 2018

Y1 - 2018

N2 - The purpose of the current study is to compare the extent to which general and specific abilities predict academic performances that are also varied in breadth (i.e., general performance and specific performance). The general and specific constructs were assumed to vary only in breadth, not order, and two data analytic approaches (i.e., structural equation modeling [SEM] and relative weights analysis) consistent with this theoretical assumption were compared. Conclusions regarding the relative importance of general and specific abilities differed based on data analytic approaches. The SEM approach identified general ability as the strongest and only significant predictor of general academic performance, with neither general nor specific abilities predicting any of the specific subject grade residuals. The relative weights analysis identified verbal reasoning as contributing more than general ability, or other specific abilities, to the explained variance in general academic performance. Verbal reasoning also contributed to most of the explained variance in each of the specific subject grades. These results do not provide support for the utility of predictor-criterion alignment, but they do provide evidence that both general and specific abilities can serve as useful predictors of performance.

AB - The purpose of the current study is to compare the extent to which general and specific abilities predict academic performances that are also varied in breadth (i.e., general performance and specific performance). The general and specific constructs were assumed to vary only in breadth, not order, and two data analytic approaches (i.e., structural equation modeling [SEM] and relative weights analysis) consistent with this theoretical assumption were compared. Conclusions regarding the relative importance of general and specific abilities differed based on data analytic approaches. The SEM approach identified general ability as the strongest and only significant predictor of general academic performance, with neither general nor specific abilities predicting any of the specific subject grade residuals. The relative weights analysis identified verbal reasoning as contributing more than general ability, or other specific abilities, to the explained variance in general academic performance. Verbal reasoning also contributed to most of the explained variance in each of the specific subject grades. These results do not provide support for the utility of predictor-criterion alignment, but they do provide evidence that both general and specific abilities can serve as useful predictors of performance.

U2 - 10.3390/jintelligence6030040

DO - 10.3390/jintelligence6030040

M3 - Article

VL - 6

JO - Journal of Intelligence

JF - Journal of Intelligence

SN - 2079-3200

IS - 3

M1 - 40

ER -